Reflection On ICT Eduction

Reflection On ICT EductionLiteracy is the breeding to read and pull through proficiently while digital literacy is the mogul to usance different digital tools for education in young churlren (Kazakoff, 2012 kilobyte et al, 2006). Digital horizontal surface heavy is more than effective to fryrens learning rather than the tralatitious way as it tin crowd out keep the current trends in teaching method and learning. Through this rationale, it merchant ship be seen that the shavers makeup readiness and comprehension improved as she had fun with the do of creating the digital written report. This rationale also discussed the implication of Information and Communication Technologies (ICT) in the primordial years setting, the preparation and the usage of digital story in the former(a)ish years setting with the supports of policies, theories and curriculums that can develop kidskinrens literacy, communication and dustup expertnesss.ICT can be defined as anything tha t en up to(p) us to go through information, to interact with each other or to bring impact on the environs using electronic or digital thingummy (Bolstad, 2004). at that place are umpteen devices and equipment that can be use in an early years setting to encourage the usage of ICT such as cameras, com trusters, programmable toys and many more. ICT had brought an impact to the baby birdren learning and development, remarkably in their literacy development as children straightaway are living in a challenging and advance environment (Roney, 2008). nestlingren should be provided with opportunities, for instance, through creating digital stories to develop technological literacy to ensure their military action and competence in their environment (Shah and Godiyal, 2000). Significantly in the azoic age Foundation Stage (EYFS), involving technology in childrens learning and development can support the progression of the children and also achieving the learning goals (DfE, 2012a ).The synthesis treat by Hatherly et al (2010) had press outn the positive implication of ICTs for childrens literacy development. The report declared that childrens activities that are based on ICTs could develop childrens literacy, voice communication and communication skill. Other than that, the use of ICTs can motivate children to speak and assimilate themselves in conversation and to tell and share their experiences through various ways, for example, through digital story- state that would facilitate childrens literacy development.Through observation, I chose a child who love to draw because I cherished to develop her literacy skill by supporting her through her interest in drawing using story-telling as making connection with drawing to writing can bring home the bacon children to regard how writing can relate to their take ins and also their visual imagery (NYSUT, 2008). out front I started doing anything with the child, I asked for the giveingness of the child to p articipate in this assignment as her opinions and views are to be considered first according to UNCRC Article 12 (UNICEF, n.d). I met her parents where we discussed about the resource plan and how this impart help her learning and development. The watchword lead me to the hearing that the child was not exposed much to electronic devices at home. However, they allowed me to spirt with their child and also agreed in dowry the child to familiarise herself with the device subsequently the discussion. I understand that this could be advantageous for the childs learning as involving parents in childrens education can bring many benefits including improvements in childrens educational achievement and also increasing parents confidence in helping their child at home (DCSF, 2008). Through the discussion also, I decided to develop the resource with tablet and audio recorder as it will allow the child to navigate the device better than by operating a mouse that might be hard for new lea rners (Pierangelo and Giuliani, 2008).I started telling different types of stories to give the child a better understanding on how a story should be. Telling stories to children can enhance their language learning by introducing them to different languages and narrative styles such as the stories prologue, climax and epilog (Whitehead, 2010). I gave the child the freedom to choose what kind of story she wanted to write and we both agreed on writing an imaginary story inspired by the movie Frozen according to the childs interest as practitioners should support children to write about things that interest them (DfE, 2012a). She was able to start planning her story without much difficulties but she faced task in using the tablet. At the beginning, the child had a hard clip trying to use the application in the tablet but I did not help her immediately. I gave her the time to explore the device herself and after a few trial and wrongdoing and some guidance, she managed to navigate th e device successful. As accordance to the Montessori Method control of error, children learning from their splay themselves can help them to develop a skill and knowledge more proficiently as their confidence and self-esteem increased (Lawrence, 1998).Throughout the process of illustrating the story, I took up the role as a facilitator. When the child had difficulties in continuing the story, I used open ended question give care What should you say if someone gave you something? and How did the girl felt? According to Piaget, the role of an pedagogue is to aid the children to come to their own understanding and asking questions instead of telling the answers and this could improve childrens comprehension and vocabulary (Chamberlin, 2014 Teachnology Inc, n,d). The child wanted to consist fantasy element in her story where the snowman has the ability to talk and I strongly agreed. Encouraging childrens imagination can develop their kind skills and improve their confidence in learn ing or acquiring literacy skill (The Readers Digest Association, 2014).I started to involve myself more in the making of digital story when the child started to write text on each drawing as practitioners should support and scaffold individual childrens writing as opportunities arise (DfE, 2012a31). I wanted to know the childs writing skill so that I can support her to reach her maximum potential in literacy within her Zone of proximal Development (ZPD). ZPD refers to the distance between what a child can do independently and what they could potentially do with the support of more knowledgeable adults and peers (Tools of the Mind, 2014). For example, I provided the child with short stories and few words flashcards related to her story that she can use. From the few options, she was able to choose which words she wanted to use, for instance, the word form instead of make. There were a few spelling error where she invented herself through the sounds of the words but I encourage the c hild to have-to doe with without correcting her because childrens invented spelling can reflects their attempts in connecting the relationships of languages sounds to the alphabetical system (Whitehead, 2010). I could see the childs confidence in writing increased when she write without looking hesitant. Through this, I established the child is developing positively in literacy as the childs writing skill matched the early learning goals in EYFS where she could write fair sentences that can be read and could spell some words mightily and some phonetically reasonable (DfE, 2012b).Subsequently, I put all her faultless drawings together using PowerPoint because it is an easy and accessible software where users can take a crap and design their slides without much difficulties and it is suitable for new learners (Boundless, n.d). The child was very steamy as it was her first time seeing a story in a digital form, moreover, she was involved in creating it. PowerPoint has the funct ion where the child can easily choose the animation/effect that allowed her to portray her story better. For example, the child chose the curtain opening effect to display the starting of her story. The software effectuate that are used in a digital story change children to link their story effectively and demonstrate understanding of their own story where children get to improve their reading comprehension (Vogel, 2007). Through the attractive and interactive way of presenting the story telling using the effects, I believe it will support the childs literacy learning through the linking of words to image as according to Bruner, children from the age 1-6 years in his second humor of representation, iconic, the information that children had learned is stored in the form of images (McLeod, 2008). I also chose to use voice recorder to record the childs voice because writing with real voice has the power to make you pay attention and understand (Elbow, 1981299 cited in Nilsson, 2010) . Voice recording had allow the child to express things she cannot write in words (Nilsson, 2010), therefore the child felt no barrier to explore her own vocabulary and I can see this when she say words that she did not write in her story. The child wanted to put music alongside with her voice and I agreed as it will display her emotions and expressions when she was creating the story. After completing the editing, I played the slides and praised her for her great work as treating her story interesting and reread it again can show the child that her effort was worth it (Lawrence, 1998).Reflecting on this experience, I felt that the making and the usage of this resource alongside with the theories and approaches that I followed brought a positive impart in enhancing the childs language and emergent literacies and also allowing the child to understand better about ICTs. Through reflecting, I realised I should include more children in creating the resource as the childrens quisling ism could encourage the exchange of knowledge in literacy happen during the discussion and planning to create the digital story. I also understand that digital storytelling is a fun yet effective way to support childrens learning because it enable the child to create stories that interest her and expanding her scope of learning in a modernized way. Now that I understand the impact of ICT in childrens learning, I will continue to incorporate ICT in my upcoming activities with the children but with larger group of children so that children from diverse background can also have the opportunity to experience and learn from the usage of the technology. slant of ReferencesBolstad, R. (2004) The role and potential of ICT in early childhood education. useable at http//www.educationcounts.govt.nz/publications/ict/4983 (Accessed 29 November 2014).Boundless (n.d) The Advantages and Disadvantages of Powerpoint. purchasable at https//www.boundless.com/communications/textbooks/boundless-communi cations-textbook/preparing-and-using-visual-aids-16/using-powerpoint-and-alternatives-successfully-85/the-advantages-and-disadvantages-of-powerpoint-323-5654/ (Accessed 2 declination 2014).Chamberlin, J. (2014) Bringing books to life. Available at http//www.apa.org/monitor/2012/10/books.aspx (Accessed 29 November 2014). plane section for Children, Schools and Families (DCSF) (2008) The Impact of Parental Involvement on Childrens teaching method. Nottingham Crown.surgical incision for Education (DfE) (2012a) Development Matters in the Early Years Foundation Stage. capital of the unite Kingdom Crown.Department for Education (DfE) (2012b) Statutory Framework for the Early Years Foundation Stage. London Crown.Green, S., Peterson, R., Lewis, J. (2006) Language and Literacy Promotion in Early Childhood Settings A visual modality of Center-Based Practices. Early Childhood Research and Practice, 8(1), 27-47.Hatherly, A., Ham, V., Evans, L. (2010) Effective Learning in Early Childhood Ed ucation? The Impact of the ECE ICT PL Programme A Synthesis Report. Available at http//www.educationcounts.govt.nz/publications/ECE/79138/1.-childrens-learning (Accessed 30 November 2014).Kazakoff, E. (2012) Toward Defining Digital Literacy in Early Childhood. Available at www.eetcconference.org/wp/Digital_Literacy_Early_Childhood.pdf (Accessed 2 December 2014).Lawrence, L. (1998) Montessori Read Write. London Ebury Press.McLeod, S. (2008) Bruner. Available at http//www.simplypsychology.org/bruner.html (Accessed 29 November 2014).New York State United Teachers (NYSUT) (2008) How Drawing in connexion with Writing Contributes to Literacy. Journal of Best Practices in Education, 1(6), 36-43.Nilsson, M. (2010) Developing Voice in Digital Storytelling through Creativity, Narrative and Multimodality. International Journal of Media, Technology long Learning, 6(2), 148-160.Pierangelo, R. and Giuliani, G. (2008) Teaching Students for Autism Spectrum Disorders. California Corwin Press.Ron ey, J. (2008) Digital Story Telling for Language and grow Learning. Available at http//www.nwp.org/cs/public/print/resource/2812 (Accessed 29 November 2014).Shah, A. and Godiyal, S. (2000) ICT in the Early Years Balancing the risks and benefits. Journal of Computing in Early Childhood, 3(1), 15-30.Teachnology Inc (n.d) Piagets Theory on Constructivism. Available at http//www.teach-nology.com/currenttrends/constructivism/piaget (Accessed 29 November 2014).The Readers Digest Association (2014) 5 Benefits of Encouraging Your Childs Imagination. Available at http//www.rd.com/advice/parenting/encourage-your-childs-imagination/ (Acccesed 30 November 2014).Tools of the Mind (2014) Zone of proximal Development and Scaffolding. Available at http//www.toolsofthemind.org/philosophy/scaffolding/ (Accessed 28 November 2014).UNICEF (n.d) United Nations Convention on the Rights of the Child. Available at http//www.unicef.org/crc/files/Rights_overview.pdf (Accessed 27 November 2014).Vogel, J. (200 7) Research funding Digital Storytelling. Available at http//courseweb.lis.illinois.edu/jevogel2/lis506/research.html (Accessed 2 December 2014).Whitehead, M. (2010) Language and Literacy in the Early Years 0-7. 4th edn. London SAGE Publications.1